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Teacher’s Training

OIA has created a unique framework to train teachers in innovative, engaging, experiential teaching techniques. Our track record includes designing and delivering both one-time customized programs as well as curriculum for teachers.

Teachers are all too aware of the need to incorporate technology and IT into the classroom. In the same time, putting things into context is essential and using technology as a means to an end rather than the opposite is as essential. This workshop highlights the risk and opportunities lying with using technology. Here, teaching music and composition skills in a collaborative is in fact the pretext for using iPad. Altogether this workshop is an exciting session about an exciting topic with practical application that will leave every participant enthralled.

Objectives:

Using technology for creative purpose Technology as a collaborative tool for artistic creation

2. Bringing collaborative learning skills in the classroom

Collaborative skills are becoming essential competencies for any student or adult. In fact as teachers are able to bring them naturally in the classroom, powerful dynamics can be set that will not only empower students but also increase learning and teaching impact.

Objectives:

Practicing collaborative teaching

Teachers as facilitators and the art of “supporting” learning

Moving beyond the pressure to succeed and generating bigger successes

Connecting with limitless possibilities

What you will get:

Reviewing and discussing practical solutions

Following best practices and real life examples

Tools for maximum engagement and participation

Bringing collaborative learning skills in the classroom

Activities

Story telling

Drama forum

Drum, rhymes and hiphop

Writing poems

Group activities

Mentoring – tutoring – coaching

Practicing consultation

Appreciative inquiry

Best team Inquiry

De Bono 7 hats

Open source facilitation

3. Inspiring leadership within students

Handling and dealing with students of various levels and skills has always been a challenge. The “Inspiring leadership” modules for students and teachers help you deal with such cases and maximise teaching impact using a simple framework – both inside or outside of the classroom.

Teacher-facilitator Seeing a child as a separate, responsible, gifted individual full of potential virtues waiting to happen is the foundation of the teacher-child relationship. As in the “Virtue Project”, we advocate a holistic approach to teacher-role

A training session consists, then, of exercises in an outdoor environment, perhaps a few hundred meters to several kilometers, during which, one walks, one runs, one jumps, one progresses quadrupedally, one climbs, one walks in unstable balance, one raises and one carries, one throws, one fights and one swims. This course can be carried out in two ways:

the natural or spontaneous way; i.e., on an unspecified route through the countryside.

within an especially designed environment.

All of the exercises can be carried out while progressing through this environment. A session can last from 20 to 60 minutes.Thus, Hébert was among the earliest proponents of the "parcours" or obstacle course form of physical training, which is now standard in the military and has led to the development of civilianfitness trails and confidence courses. In fact, woodland challenge courses comprising balance beams, ladders, rope swings and so-on are often still described as "Hebertism" or "Hebertisme" courses both in Europe and in North America. It may even be possible to trace modern adventure playground equipment back to Hébert's original designs in the early 1900s.

As a former sailor, Hébert may have patterned some of his "stations" on the obstacles that are found on the deck of a ship; he was also a strong proponent of "natural" or spontaneous training in non-designed environments. Most recently, Hebert's teachings have been the central influence on the emergence of the discipline of parkour as an "art of movement" in its own right.

Kung-fu and Capoeira

Building body strength

Cultivating flexibility, stamina and agility

Learning patterns

Practicing drilling skills of defense and attack

Sparring - fighting

5. Outdoor Education and Inquiry Based Learning

Objectives:

Enrich the teachers about the many possibilities of OE

Empowering teachers to create and run their own OE inquiry-based learning

Seeing practical applications and benefits

What you will get:

Review and understand various approaches and models

Getting comfortable with a more “right-brain” approach of inquiry-based learning

Reviewing and discussing cases

Inquiry Based Learning

Bicycle Project Learning Model

In their book, 21st Century Skills: Learning for Life in Our Times, co-authors Bernie Trilling and Charles Fadel use the bicycle as a metaphor to vividly illustrate how the organization and flow of project-learning, which is based on inquiry, moves forward. Current brain research supports the power of pictures and metaphors when it comes to teaching, learning and remembering.

OIA presents below 2 specific way to use inquiry-based learning: 1/ in the classroom and 2/during a field trip

Sorting before field experience / NO final selection as field experience is like a “test”/ packaging will be put to test – probably even before field experience as well as during field experience / rationalising will be put to test/ beautifying / concluding